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Di bidang pengajaran bahasa asing, salah satu aspek yang kadang-kadang muncul sebagai topik diskusi adalah hubungan antara pengetahuan tentang bahasa asing, dan pengetahuan tentang budaya dari mana bahasa itu "berasal". Dari pengalaman saya (harus diakui sangat terbatas) dengan pendidikan bahasa asing, itu akan muncul bahwa pertanyaan tentang "budaya" sering diturunkan ke akhir bahasa pengajaran rencana. Tampaknya seolah-olah itu adalah selalu sesuatu bonus jika guru berhasil menemukan waktu untuk memperkenalkan sedikit budaya bahasa asing ke dalam kelas - beberapa musik mungkin, atau tarian tradisional, di akhir pelajaran dari kursus. Jika peserta didik sangat beruntung, mereka mendapatkan kesempatan untuk menghabiskan satu bulan di luar negeri untuk "melibatkan" diri mereka sendiri dalam "budaya" negara. Tapi apakah sesi satu kelas yang cukup? Cukup satu bulan? Apakah perlu?According to Pica (1994: 70), the question "how necessary to learning a language is the learner's cultural integration?" is something which "troubles teachers, whether they work with students in classrooms far removed from the culture of the language they are learning or with students who are physically immersed in the culture but experientially and psychologically distant from it". Numerous other researchers have tried to address issues along similar lines, including Gardner and Lambert (1972) who postulate that learners may have two basic kinds of motivation. The first is integrative motivation, which refers to the desire of language learners to acquire the language while immersing themselves into the whole culture of the language, in order to "identify themselves with and become part of that society" (Brown 1994: 154). The second is instrumental motivation, which refers to the functional need for learners to acquire the language in order to serve some utilitarian purpose, such as securing a job, or a place at a university. The argument is that such instrumentally motivated learners are neither concerned with the culture from which their target language emerged, nor interested in developing any feelings of affinity with the native speakers of that language.
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